An expanded scope for behavior modification in school settings

Nelson, Rosemery O.

doi:10.1016/0022-4405(74)90047-8

Cited by 6 publications

(2 citation statements)

References 55 publications

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“…The major competency required of the consultant-psychologist during the intervention phase is that he/she must ensure that the consultee is able to effectively implement the plan as it was designed. This requires not only a well-grounded knowledge of the principles in behavioral psychology (Nelson, 1974) but also a thorough understanding of the social system in which the plan is implemented. For example, knowledge of the problems of change in school systems (see Sarason, 1971), as well as legal and ethical considerations in the implementation of behavior modification programs (Martin, 1975;Stolz et al, 1975), is stressed.…”

Section: Competencies Requiredmentioning

confidence: 99%

Training school psychologists: Some perspectives on a competency-based behavioral consultation model.

Kratochwill¹,

Bergan²

1978

Professional Psychology

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Section: Competencies Requiredmentioning

confidence: 99%

Training school psychologists: Some perspectives on a competency-based behavioral consultation model.

Kratochwill¹,

Bergan²

1978

Professional Psychology

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“…However, the diversity, intention (the development of optimal educational/care settings), and the apparent potential of this work suggests that the term behavior modification be replaced by environmental design (Krasner & Ullmann, 1973). What is most meaningful about this term is the implication that the environmental designer should not only be equipped with knowledge of applied research techniques but also be conversant with such aspects of schools as curriculum development, organizational patterns, architecture, and interpersonal relationships (see Nelson, 1974). This interdisciplinary perspective should not be construed as a rejection of behavioral principles (e.g., shaping, reinforcement, modeling, etc.…”

Section: An Expanded Behavioral Approachmentioning

confidence: 99%

Environmental Design: An Expanded Behavior Research Framework for School Consultation and Educational Innovation.

Winett¹

1976

Professional Psychology

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problem solving does not become effective and the OD process is not flowing until some plans are implemented.3. Structural changes. The OD process aims next to help participants transform the results of their problem solving into new definitions of roles and procedures. These new organizational patterns should be formally decided upon by participants, and agreements should be made about the action stages for carrying them out.An OD project is not complete until new functions, roles, procedures, or policies are built. These new staff structures must not be just ideas; they should be formal, institutionalized, and receive budgeted support. Adaptive, humanistic schools will not persist only on the basis of many of the participants' desires and energy to collaborate; they must also have organizational structures to support the humanistic norms.

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Use of the token economy system to intervene on a school-wide level

Boegli¹,

Wasik

1978

Psychol. Schs.

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Many writers have suggested that professionals dealing with psychological problems in school settings need to consider procedures for consulting on a system level, rather than on an individual or a group level. In this report, a token eccnomy system was implemented for all 459 students in a K-6 elementary school. Managing an intervention program at the system level required comprehensive procedures for staff training and program modification. The results showed a major decrease in classroom disruptions and a decrease in negative teacher interactions during the token economy system compared with baseline data. Data analysis the following summer on system-wide variables demonstrated that the number of suspended students and number of days of suspension decreased, that the rate of gain on achievement tests in reading and mathematics inrreased compared with the yearly rates suggested by test scores the previous year, and that the teacher turnover rate decreased. Several variables considered necessary for the effective implementation of the program were discussed.The need exists for the psychologist in the schools to go beyond individual child or group problem-solving to the level of system intervention. In the consultative model for school psychological services described by Meyers (1973), the fourth and highest level of consultation focuses not on change in children and individual teachers, but rather on changing the behavior of groups within the system, such as groups of teachers or administrators or both. These individuals would then be responsible for changes in the children's behavior. Bardon and Bennett (1967) have been early advocates of a system-wide consultant model for the school psychologist. The need for university training programs to provide training a t the systems level also has been emphasized (Bardon & Bennett, 1967;Reilly & Pryzwansky, 1973).The necessity for considering system procedures to enhance the effectiveness of behavior modification in the school setting recently has been articulated by Nelson, who described four areas of expansion: "the interaction between social and academic behaviors, the manipulation of antecedent conditions to help produce reinforceable responses, the use of school-system-wide variables to modify behavior, and the inclusion of standardized tests as dependent variables" (Nelson, 1974, p. 176).It was the purpose of this study to implement a token economy system across an entire school and to assess the effects of such systemwide intervention. To do so it was necessary to arrange procedures for training the principal, teachers, and staff in the basic principles of behavior modification and in procedures of the token economy system, to reach agreement on goals and objectives, and to obtain consistency in program implementation. The following is an account of how these procedures were arranged in an elementary school for over 450 children.Requests for reprints should be sent to R. Glen Boegli, Hardeeville Elementary School, P. 0. Box 584, Hardeeville, SC 29927. 72

show abstract

An expanded scope for behavior modification in school settings

Cited by 6 publications

References 55 publications

Training school psychologists: Some perspectives on a competency-based behavioral consultation model.

Training school psychologists: Some perspectives on a competency-based behavioral consultation model.

Environmental Design: An Expanded Behavior Research Framework for School Consultation and Educational Innovation.

Use of the token economy system to intervene on a school-wide level

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